1. Online Learning Theories Becoming an e-Tutor

2. Contents Behaviourist Learning Theory Cognitive Learning Theory Constructivist Learning Theory Connectivist Theory Adult Education Theory Self-Regulated Learning Theory

3. Introduction E-learning has become an important factor in higher education. Although at first seen as an alternative, it is now a powerful learning approach used by most of the instructors. By the integration of information and communication technology (ICT) into teaching- learning processes, diffusion of innovations and explosion of knowledge has really changed the way we interact with knowledge and the way we learn.

4. What is Didactics? Theory of Instruction Theory of Teaching and Learning Main Issues of Didactics - WHO should learn WHAT with WHOM, WHERE, HOW and WHAT FOR? Target Group WHO Methodology HOW Content WHAT Location WHERE Learning Objectives WHAT FOR Self, Instructor or Learners WITH WHOM

5. New Paradigm in Teaching-Learning Process “old” paradigm“new paradigm” ListeningInteraction “push”“pull” Formal learningFormal+informal learning Emphasize on providing knowledge Emphasize on knowledge building MemorizeKnow how to know Let us watch a video: http://www.youtube.com/watch?feature=player_embedded&v=zDZFcDGpL4U#!http://www.youtube.com/watch?feature=player_embedded&v=zDZFcDGpL4U#!

6. New Paradigm & New Culture  Common Truth: If we want to implement e- learning successfully, we need “a new teaching and learning culture”  Common Mistake: Don’t replicate what you are doing at face-to-face educational context

7. Components of Effective e-Learning Ally (2008, p. 37)

8. Didactical Models in e- Learning BehaviourismCognitivism Connectivism Constructivism

9. Behaviourism Figures: Pavlov, Thorndike, Watson, Skinner Learning is a change in behaviour due to experience - “learning is a function of change with stimuli and responses” Mind is a black box - “it is not relevant to know the process of learning is happening within the brain because the focus is on the results of learning, not the process itself” A strong element of behaviourism is positive and negative feedback, which can condition the learner (reinforcement). Knowledge is offered in a fragmentised way. In a behaviouristic environment didactical aspects like knowledge tests, homework and highly structured learning are common. The first e-Learning lessons were mostly labelled as 'Drill-and-practice'. The lessons are build up on practising.

10. Implications of Behaviourism for e-Learning 1.Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner’s achievement level and to provide appropriate feedback. 3.Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.

11. Cognitivism: Memory & Individual Differences Figures: Bloom, Gagnei Clark, Merrill Learning is defined as an internal process that involves memory, thinking, reflection, abstraction, motivation, and metacognition. Defines how the information is processed in the brain (short term memory, working memory, long term memory etc.). Cognitivism is about: collecting; adapting; and integrating information. The focus is on the way we are learning, not only at the outcome of the learning process. Techniques like mind mapping are used to anchor the information. Thus, to facilitate deeper processing, learners should be encouraged to generate their own information maps. Cognitivists also rocegnizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences.

12. Implications of Cognitivism for e-Learning 1.Strategies should be used to allow learners to perceive and attend to the information so that it can be transferred to working memory. 2.Strategies should be used to allow learners to retrieve existing information from long-term memory to help make sense of the new information. 3.Information should be chunked to prevent overload during processing in working memory. 4.Other strategies that promote deep processing should be used to help transfer information to long-term storage. 5.Online learning materials should include activities for the different learning styles, so that learners can select appropriate activities based on their preferred style.

13. Implications of Cognitivism for e-Learning 5.In addition to activities, adequate supports should be provided for students with different learning styles. 6.Information should be presented in different modes to accommodate individual differences in processing and to facilitate transfer to long-term memory. 7.Learners should be motivated to learn. It does not matter how effective the online materials are, if learners are not motivated, they will not learn. 8.Encourage learners to use their metacognitive skills to help in the learning process. 9.Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.

14. Constructivism Figures: Piaget, Vygotsky, Bruner, Ausubel Learning is an active process in which the learner uses sensory input and constructs meaning out of it. Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views. If behaviourism treats the organism as a black box, cognitive theory recognises the importance of the mind in making sense of the material with which it is presented. Nevertheless, it still presupposes that the role of the learner is primarily to assimilate whatever the teacher presents. Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher of creating ("constructing") new meanings. We can distinguish between; "cognitive constructivism" which is about how the individual learner understands things, in terms of developmental stages and learning styles, and "social constructivism", which emphasises how meanings and understandings grow out of social encounters.

15. Implications of Constructivisim for e-Learning 1.Learning should be an active process. Learners should construct their own knowledge rather than accepting that given by the instructor. 2.Collaborative and cooperative learning should be encouraged to facilitate constructivist learning. 3.Learners should be given control of the learning process. 4.Learners should be given time and opportunity to reflect. When learning online, students need the time to reflect and internalize the information. 5.Learning should be made meaningful for learners. 6.Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning.

16. Connectivism – for digital age Learning has an end goal - namely the increased ability to "do something". Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network. Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database. The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information. Nurturing and maintaining connections is needed to facilitate learning. Learning and knowledge rest in diversity of opinions. Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning.

17. Connectivism – for digital age Organizational and personal learning are integrated tasks. Connectivism attempts to provide an understanding of how both learners and organizations learn. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision. Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning. Let us watch a video http://www.youtube.com/watch?feature=player_embedded&v=XwM4ieFOotA http://www.youtube.com/watch?feature=player_embedded&v=XwM4ieFOotA

18. Implications of Connectivism for e-Learning Source: http://www.visual-mapping.com/2008/03/connectivism-learning-theory-for.htmlhttp://www.visual-mapping.com/2008/03/connectivism-learning-theory-for.html

19. Comparison of Didactical Models Source: http://projects.coe.uga.edu/epltt/index.php?title=Connectivismhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism QuestionsBehaviorismCognitivismConstructivismConnectivism How does learning occur? Black box – observable behavior main focus Structured, computational Social, meaning created by each learner (personal) Distributed within a network, social, technologically enchanced, recognizing and interpreting patterns What factors influence learning? Nature of reward, punishment, stimuli Existing schema, previous experiences Engagement, participation, social, cultural Diversity of network What is the role of memory Memory is hardwiring of repeated experiences – where reward and punishment are most influential Encoding, storage, retrieval Prior knowledge remixed to current context Adaptive patterns, representative of current state, existing in networks How does transfer occur? Stimulus, responseDuplicating knowledge constructs of «knower» SocializationConnecting to (adding nodes) What types of learning are best explained by this theory Task-based learningReasoning, clear objectives, problem solving Social, vague («ill defined») Complex learning, rapid changing core, diverse knowledge sources

20. Adult Education Theory Among learning theories, speaking of adult education is inevitable because e-learning process is more suitable for and preferred more by adults. There are many adult education theories, yet Knowles’ (1990) learning theory of andragogy is one of the most well-known. Knowles states that adults can only be successful with an approach designed directly in line with their own characteristics since there are significant differences in learning characteristics between adults and children

21. Knowles’ Assumptions of Adult Learners Source: http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/

22. Knowles’ Adult Learning Theory Source: http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/

23. Implications of Adult Learning Theory for e-Learning It is crucial to use appropriate preparatory methods to attract the interest of adult learners (e.g. diagrams, videos, cases). It is essential for instructors to clearly explain why that lesson should be learned and how to use of contents. Instead of exhibiting a judgmental and critical attitude, it should be better to have a respectful attitude and to create a respectful, safe, comfortable, mutual and informal atmosphere for adult learners. Adults are individuals with prior experience, which they are happy to share with others. Instructors should acknowledge this prior experience, and use it to enable learners connect their new knowledge to past experience or events for a deeper learning. Adults are self-directed, which is why the role of instructors is to guide them to access information instead of providing them with information. Instructors should make necessary arrangements to accommodate such differences. It will be useful to provide the content using a variety of tools, media, and styles and to leave the content flow as well as assessment options to the preference of learners.

24. Self-Regulated Learning Theory Self-regulated learning is a process that helps students in order to managing their thoughts, behaviors and emotions. Therefore students can manage their learning experiences successfully (Zumbrunn, Tadlock & Roberts, 2011). There are 3 phases of self- regulated learning theory. Forethought and planning Performance Monitoring on Violition Reflection on Performance

25. Self-Regulated Learning Theory - Forethought and Planning In this phase, learning goals are created, plans are organized and strategies are determinate. First of all some features of e-learning should be determined for effective e-learning process as follow. Students and teachers are in different places Communication via different and written media Individualization of instruction Learning occur as a result of students activities Content is easily accessible by students Each student take responsibility for their own learning

26. Self-Regulated Learning Theory - Performance Monitoring or Violition It is extremely important that students taking responsibility for their own learning can operate independently in e-learning environments to be successful of them. In this process, students are often alone and must be self-motivated. Students, who can plan their studies and adapt this plan, may be more successful in the e-learning process. Most of time e-learning task is given to students. According to e-learning task, students find appropriate self-instruction methods for themselves. Comprehension and progress are monitored during e- learning task.

27. Self-Regulated Learning Theory - Reflection on Performance Performance evaluation and feedback is given in this phase. various technologies used in e-learning environment for it. Different technologies have led to the formation of different levels of interaction which is one of the key points of e-learning. Some tools is used to support communication and feedback in e-learning environment such as e-mail, forum, blog, chat, video conference etc.

28. References Ally, M. (2004). Foundations of educational theory for online learning. In Anderson, T. and Elloumi, F. (eds.) Theory and practice of online learning. Athabasca, AB: Athabasca University. Ally, M. (2005). Multimedia information design for mobile devices. In M. Pagani (Ed.) Encyclopedia of multimedia technology and networking. Hershey, PA: Idea Group Inc. Anderson, T. (2008). Towards a Theory of Online Learning. In Anderson, T. and Elloumi, F. (eds.) Theory and practice of online learning. Athabasca, AB: Athabasca University. An Epic White Paper: Learning design and e-learning. (2003). URL: http://www.dokeos.com/doc/thirdparty/Epic_Whtp_learningdesign.pdf http://www.dokeos.com/doc/thirdparty/Epic_Whtp_learningdesign.pdf Bridging Learning Design and Modern Knowledge Needs. URL: http://www.elearnspace.org/Articles/ldc.htmhttp://www.elearnspace.org/Articles/ldc.htm Constructivisit Theory. URL: http://www.learningandteaching.info/learning/constructivism.htmhttp://www.learningandteaching.info/learning/constructivism.htm Daniela Tuparova, Georgi Tuparov. (2005). Didactical Issues of E-learning- Problems and Future Trends. URL: http://ecet.ecs.ru.acad.bg/cst05/Docs/cp/sIV/IV.12.pdf http://ecet.ecs.ru.acad.bg/cst05/Docs/cp/sIV/IV.12.pdf Didactics. URL: http://www.carnet.hr/referalni/obrazovni/en/mkod/ped/didactics.htmlhttp://www.carnet.hr/referalni/obrazovni/en/mkod/ped/didactics.html Didactical Models in e-Learning. URL: http://www.leerbeleving.nl/wbts/1/didactical_models.htmlhttp://www.leerbeleving.nl/wbts/1/didactical_models.html E-Learning: Didactical Recommendations and Quality Assurance An Overview. URL: http://www.boku.ac.at/fileadmin/_/unileitung/bdr/qualitaetsmanagement/QMS/ELLS_eLearning_Didactical_Recommendations__ _QA_17.04.2012.pdf http://www.boku.ac.at/fileadmin/_/unileitung/bdr/qualitaetsmanagement/QMS/ELLS_eLearning_Didactical_Recommendations__ _QA_17.04.2012.pdf Elements of w-Didactics. URL: http://www.slideshare.net/Wieckenberg/elements-of-e-didacticshttp://www.slideshare.net/Wieckenberg/elements-of-e-didactics Knowles, M. (1996). Adult learning. In Robert L. Craig (Ed.), The ASTD Training and development Handbook (p. 253-264). NY:McGraw-Hill. Siemens, G. (2004). Connectivism: A learning theory for the dijital age. Retrieved 08.08.2012 from http://www.elearnspace.org/Articles/connectivism.htm. http://www.elearnspace.org/Articles/connectivism.htm Theory and Practice of Online Learning. URL: http://cde.athabascau.ca/online_book/http://cde.athabascau.ca/online_book/ U. Frommann, T.-T. Phan Tan. (2005). On The Didactical Potential of E-learning Courseware. URL: http://www.isprs.org/proceedings/XXXVI/6-W30/Paper/eLearnWS_Potsdam2005_Frommann.pdf http://www.isprs.org/proceedings/XXXVI/6-W30/Paper/eLearnWS_Potsdam2005_Frommann.pdf Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Retrieved 14.07.2014 From http://www.self-regulation.ca/download/pdf_documents/Self%20Regulated%20Learning.pdf